屈指一算,笔者踏上教师岗位已有20年了。在这20年中,教材在不断变化,教材的知识结构在不断更新,检测、评价的方式也在不断变化。在这诸多变数的催生下,课堂教学方式也随之发生改变。虽然课改的脚步从未停过,但是各种改革都有一个共性:从城市强势向农村推进。如“洋思”、“杜郎口”等模式已如火如荼地从城市走进乡村中学的课堂。笔者反观强势推进的农村中学课堂教学改革时,却为边远农村初级中学在新一轮课改中存在的一些问题深感无奈和担忧。 Tend to count, the author set foot on the post for 20 years. In these 20 years, the teaching materials are constantly changing, the knowledge structure of the teaching materials is continuously updated, and the methods of testing and evaluation are constantly changing. In the wake of these many variables, classroom teaching methods also change. Although the pace of curriculum reform has never stopped, all kinds of reforms have one thing in common: from urban strength to rural areas. Such as “Yang Si ”, “Du Lang mouth ” and other models have been in full swing from the city into the rural middle school classroom. On the contrary, I strongly push forward the rural middle school classroom teaching reform, but for the remote rural primary and secondary schools in a new round of reform some of the problems feel helpless and worried.